英语教师求职英文简历（精选5篇）
Female, 27, The cantonese
Education: bachelor degree
Working years: 3 to 5 years
Expected salary: 3000-5000 yuan
Working location: guangzhou - there is no limit
Objective: the teacher
Ability to perform Strong learning ability Have affinity The good faith integrity a strong sense of responsibility
Working for about 4 years work experience (4 months, do 2 job)
| guangdong Morrison consultants co., LTD
Working time: July 2012 to June 2014 [1 year 11 months]
Job title: copywriter and planer
Working content: mainly responsible for: the company email response; Charge, translating documents; Visa data sorting, delivery; Visa tracking query condition.
Guangzhou huayang school
Working time: in September 2014 to date (2 years and 5 months]
Job title: English teacher
Working content: mainly responsible for junior middle school English curriculum, professor keep contact parents communication, reporting student in the school.
Education experience
Graduated in June 2012 South China agricultural university, the pearl river college English education
Language skills.
English: good Good mandarin: Good cantonese:
Certificate of award
Tem 8 issued time certificate name: English: issuing authority: in June, 2012 colleges and universities foreign language teaching steering committee
Issued certificate name: English professional level 4 time: issuing authority: in October 2010 colleges and universities foreign language teaching steering committee
Issued certificate name: university level 6 time: March 2010 issued by institutions: the national college English test band 4 and band 6 committee
Certificate of title: the teacher certificate issued by time: November 2014 issuing authority: zhan jiang city bureau of education
Self description
I am a 2012 graduate, English education major, English foundation is solid, listening, translation and writing ability is good, passed tem8 for English majors. After the graduation engaged in English related clerical work, also do a teacher. Panyu a school director and English teachers on duty now, have a certain ability of organization and management. In the education teaching work of three years formed their own teaching methods and teaching mode, adhere to the “appreciation education” concept of education, let the students want to learn, good study, happy. Character cheerful, passionate and generous, treat people sincerely, has strong team work spirit and good personal affinity; Self-discipline, self-confidence, the work of conscientious and responsible, positive enterprising, bears hardships and stands hard work, learning, strong ability to adapt. Hope your school can give more chance to show ego, improve themselves, improve themselves.
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1.英语教师的求职简历模板
2.初中英语教师求职简历
3.英语教师求职简历封面图片
关键词：教师话语,英语教学,二语习得
1 Introduction:Why Bother Investigating Teacher Talk
What do teachers say in the classroom and how do they say it?What is the impact of this on students?Many researchers had probe into this field and I would like to quote some statements from scholars who provide grounds for the reasons for this kind of research first.
“…classrooms are confusing places, with different agendas being pursued by different participants, with many different activities and thought processes happening simultaneously, and with different needs being addressed in all directions.Few lessons follow plans exactly, and few plans follow principles as precisely as theories intend.Teachers work in a world of real people, real motives and conflicting interests and their prime task is to survive in this world, in order to influence learning and direct it towards the most profitable activities and routines for success.”Nunan (1989:10)
The implication of this statement, at least to me, is quite obvious:no matter what theories researchers and educators advocate and believe in, the teachers and the classrooms are the persons and places where these theories will be used or abundant.Theories are illusions and classrooms are realities.Thus what the teachers talk in the English teaching classrooms are of great value to researchers in a way.
The value of second language classes, then, lies not only in the grammar instruction, but in the‘teacher talk’, the comprehensible input.It can be an efficient place to achieve at least the intermediate levels rapidly, as long as the focus of the class is on providing input for acquisition.Krashen (1982:59)
From the Input-theory-point-of-view, learners are exposed to English when they are having English classes, what the teachers have said and instructed would of course constitute a majority part of their language inputs, which will accumulate to their English learning processes.
Thus, teacher talk is of crucial importance, not only for the organization of the classroom but also for the processes of acquisition.It is the major source of comprehensible target language input the learner is likely to receive in the foreign language classroom teaching.
When look into a real language classroom, you may find that most of the teacher talks are instructions for the simple reason that they don’t talk for no purpose and just talk for the sake of talking.For the interest of this paper, I would like to use the term teacher talk together with the term instruction in an ambiguous way and treat them roughly the same thing.
2 The Beginning of Research on Overall Effective-ness of L2 Instruction
The question of whether second language instruction makes a difference was first posed by Long (1983) , who attempted a preliminary answer to this question by reviewing the handful of empirical studies which directly tested Krashen’s then influential claim of a learning/acquisition distinction.Such studies yielded instruction vs.exposure comparisons or independent assessments of five types listed below:
In general, the findings indicated that, for those for whom the classroom is the only opportunity for exposure to L2 input, “instruction”is beneficial.While Long concluded that second language instruction does make a difference, his work was more noteworthy for having identified a number of weaknesses in the prevailing research methodology, and for having inspired the ensuing line of empirical effects-of-instruction research, than for the trustworthiness of the reviewed findings. (Doughty&Long, 2003:261)
3 Classic Researches of Formal Instruction in Lan-guage Classrooms
Language instruction can have many purposes.One of these has traditionally been to teach the learner the formal systems of English, in particular grammar, and the research which solely concerned with the role of instruction in the acquisition of English grammar was named formal instruction (Ellis, 1985:215) .
There are lots of researches on formal instruction in the60-80’s last century, which offer valuable insights and inspirations for later research of these kinds.The assumption underlying research into formal instruction is that focusing on linguistic form aids the acquisition of grammatical knowledge. (Though the acquisition that results from teaching may not be immediate and acquisiTable 2 Types of formal instructions (Rod Ellis, 1994:612) tion requires practice of one kind or another.)
The investigation of the role of formal instruction can be undertaken in two ways.First, an answer to the question‘Does formal instruction aid SLA?’can be sought.Secondly, the question‘What kinds of formal instruction facilitate SLA the most can be tackled.In the first question there is an assumption that all types of formal instruction share certain basic premises and that it is, therefore, possible to talk generically of‘formal instruction’.In the second question there is an assumption that formal instruction in general is facilitative and that the important issue is what distinguishes the more successful from the least successful types…
Studying the role of formal instruction in SLA is important both for developing a theoretical understanding of SLA and for language pedagogy.In the case of the former, it can shed light on how differences in environmental conditions affect SLA.In the case of the latter, it can help to test basic pedagogic assumptions such as whether the order in which grammatical structures are presented corresponds to the order in which they are learnt.Ellis (1985, 216-217)
3.1 Research on the effect formal instruction has on the route of development
The route of development means the general sequence or specific order of acquisition.The 12 morpheme and longitudinal studies summarized below (see table 3) are similar studies of classroom SLA concerning the route of development that instruction has affect learners of English. (Thought the conclusions that were drawn must necessarily be tentative) .
Taking these studies together, the following was hypothesized:
1) Instruction does not circumvent the processes responsible for the sequence of development evident in transitional structures such as negatives and interrogatives in naturalistic SLA
2) When classroom learners are required to produce structures beyond their competence, idiosyncratic forms are likely to result.
3) The distorted input may prolong certain stages of development and slow down the emergence of some grammatical features
4) Classroom learners are able to make use of knowledge acquired through formal instruction when they are focused on form
Though more research is needed to substantiate the hypotheses, the table and the studies indicate that formal instruction may develop L2 knowledge, yet this knowledge manifests itself in language use only where the learner is attending to form. (ibid 224)
3.2 Research on the effects formal instruction has on the rate/success of SLA
Long (1983) , in the thorough review of the relevant research, lists 11 studies of these kind.What should be pointed out is that, all of these studies examined the‘relative utility’of instruction.That is, they were concerned with the overall effects of instruction on L2proficiency in relation to the effects of simple exposure to the L2 in natural settings.Thus, none of the studies examined the‘absolute effects’of formal instruction, that is, whether instruction could speed up the acquisition of specific grammatical structures.Furthermore, the studies were not able to say whether formal instruction per se was more effective than exposure per se, but only whether instruction plus exposure was better than exposure by itself, or whether more instruction plus exposure was better than less instruction and exposure.
The studies have produced mixed results, but in general support the hypothesis that instruction aids the rate/success of SLA.Yet Long’s review of the research only confirms a common-sense assumption, since to deny that instruction can help learners to acquire a L2 is contrary to the personal experience of countless teachers and students.
3.3 Research on the relative effectiveness of different types of L2 instruction
By the 1990s, more evidence (e.g.Pica 1983;Zobl 1982;Lightbown1983;Pienemann1989;Doughty 1988;Eckman, Bell, and Nelson1988;Gass1982;Pavesi 1986) formed the basis of an assumption that L2 instruction is effective.Research interest then turned to the question of the type of instruction most facilitative of SLA.
The most comprehensible review of empirical studies that at-tempts to determine the overall effectiveness of L2 instruction, as well as the relative effectiveness of types of instruction, is a statistical metaanalysis of the burgeoning literature published between1980 and 1998 done by Norris and Ortega (2000) .They identified250 potentially relevant studies from the published applied SLA literature.Although they noted a publishing bias in the research pool, it is nonetheless clear that the state of instructed SLA research is more robust now than it was 20 years ago when Long published the first review.Their work set out to classify each instructional type in the studies they reviewed as implicit or explicit, and as focusing on meaning only, forms only, or both.The general findings of the overall and relative effectiveness of L2 instruction and instructional types can be summarized as follows:Once again, as had been the case in the two earlier comparisons of the effectiveness of L2 instruction with simple exposure or with meaning-driven communication (Long 1983;Beebe 1988) , the answer to the overall research question is in the affirmative:second language instruction makes a difference, and, furthermore, the difference is substantial (effect size d=?0.96, where 0.80 is considered a large effect) .With regard to differences among instructional types (see table 5) , the clearest finding (and, according to Norris and Ortega, the only trustworthy one) is an apparent advantage for explicit over implicit types of L2instruction.Moreover, combining the nature of the instruction with the degree of obtrusiveness of attention to form in the pedagogical procedures employed, the findings are as follows:Explicit focus on form (large effect) ?Explicit focus on forms (large effect) ?Implicit focus on form (medium effect) ?Implicit focus on forms (small effect) .In sum, Norris and Ortega (2000) interpret the results of their metaanalysis to mean that:“L2 instruction can be characterized as effective in its own right, at least as operationalized and measured within the domain” (p.480) .This finding is consistent with the rate advantage for instruction already discussed
As for the type-of-instruction studies summarized in table 6, Norris and Ortega (2000, p.486) concluded that“[g]enerally, the observed instructional effectiveness within primary research to date has been based much more extensively on the application of explicit declarative knowledge under controlled conditions, without much requirement for fluent spontaneous speech.”
4 Concluding Remark
In this overview of the empirical research on instructed SLA, we have seen that considerable understanding has been gained of instructional effects in the domains of rate, route, and type of instruction most facilitative of SLA.
To me, what the teacher instruct students to do in the classroom is more than important.Take one student for example (anyone who is or will be going through the educational process in Mainland China) , the total English learning time for him/her would be:
This does not include the kindergarten time and university study.Considering the total duration that English lessons cast, I really think it is self-evident that what really happen in these hours is extremely crucial to students.And it is also obvious to me through my experience of being an English learner (for several decades!) that what the teachers had instructed me to do in the classroom really counts for my accumulation of learning or acquiring the language step by step.Yet there is one more thing which is equally crystal-clear to me, as an English teacher:instructions and classroom talk can be planned but never be written, since real classroom teaching is like a battlefield where planned movement of fighting could never help you survive, you have to be flexible and situational-based.
So we can only safely say that researches show good teacher talks and instructions in the English classrooms are beneficial to students and teachers should note that their talk is important and worth spending some time on.
There is no scientific basis yet for writing a description of an ideal teaching classroom.Instead, we can observe teachers and students at work and take note of the features that seem to be more beneficial than others, not necessarily in order to copy them, but to become more aware of what is possible.
I would like to use the quotation below to end this review:
Hello!
I am a Foreign Language College, XX Normal XX-class English-speaking, a student, after four years of study and training, I will be completed in July next year, university studies, the real into the community to begin a new period of life on the road journey.For more than three years, school leaders and teachers under the guidance of my efforts to learn professional knowledge, professional skills training, professional standards have improved each year, his sophomore year with good results when the English language through the four professional examinations and early next year to participate in professional examinations 8.Basic to the use of English for ease of listening, speaking, reading and writing, I engage in the linguistics, British and American English and American Literature and an overview of the knowledge structure of the adjustment at the same time, the expansion of the field of vision.Know very well that the people of the 21st century teachers on a more rigorous challenge, and I study at home and abroad in the influential theory of education, with particular emphasis on the cultivation of practical abilities, in addition to the active participation of the Department, the hospital and school activities, I enthusiastically into social practice, by doing part-time tutor and teachers for the work to the theory applies to practice, and in accordance with the characteristics of the students to sum up and development of appropriate teaching methods, the initial accumulation of teaching experience, all I can this year education to play a long internship, internship completion of outstanding tasks, have obtained outstanding results.Four years of college life taught me learned how to calm and fortitude, so that I can in life to find the coordinates of the location of their own and constantly self-repairing, but also a profound understanding of the people I need to do everything carefully, serious and pragmatic to face every step of life.Therefore, I sincerely hope to join you this excellent, full of vitality of the groups, in your guidance and help to work together in the road of life keep making progress!
I wish your school career success!
Toledo, OH 43606
(612) 555 - 0275
Objective
Position as an English teacher.
Certifications
Ohio Secondary Certificate in English, December
Experience
English Teacher, 1997 - Present
Oak Park High School, Toledo, OH
• Taught American Literature & Writing Composition to 9th - 12th graders.
• Organized cooperative learning activities.
• Implemented portfolio grading system in literature classes.
• Incorporated new texts into standard curriculum
• Tutuored students seeking additional guidance with course work
• Assessed student performance throughout the term.
• Conducted individual student conferences.
• Chaperoned field trips and school dances.
Student Teacher, - 1997
Urbana High School, Athens, OH
• Taught American Literature to a diverse group of students
• Implemented creative curricula utilizing outcome-based education & alternative assessments
• Wrote and taught dynamic lesson plans
• Tutored students after school and chaperoned field trips.
• Assisted with student government activities
Relevant Interests
Speech & Debate, Theatre, Track & Field. I welcome the opportunity to coach extracurricular activities.
Education
B.A., English, 1996
Ohio University, Athens, OH
1.教师英文简历模板
本人有良好的道德素养，并有坚定的政治方向，积极拥护党组织的领导。大一的时候我向党组织递交了入党申请书，并在各方面严格要求自己，以党员的标准严格要求自己，在2011年1月10日成为了一名正式党员。
本人刻苦学习，专业知识扎实。在三年的综合测评中，我居于年级的前列，并多次获得校级奖学金。此外，我还注重教师技能的培养，积极参加各种教学实践活动。
在大一和大二的暑假我先后参加了2次社会实践服务活动，在大三期间，我参加了XX市开发区第一中学的教学实践活动，在大四第一学期，我到XX师范学院附属中学见习了十周；此外，在大学四年里，我还利用课余时间兼职了家教。通过实践，我不但对中小学教材和中小学生心理特征有了一定了解，而且从中学到了不少教师技能，如怎样掌控课堂，如何合理安排一节课的内容等。
另外，多年的干部经历让我练就了良好的工作能力。在大学四年里，我曾担任了一年的副班长，2年的舍长，1年的英语教师技能协会副会长，1年的新生助理班主任和1年的学生党支部副书记。因工作突出，曾被评为“优秀学生干部”和“优秀舍长”。
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